Veiga Andressa Caetano da, Medeiros Leandro da Silva de, Backes Dirce Stein, Sousa Francisca Georgina Macedo de, Hämel Kerstin, Kruel Cristina Saling, Haeffner Leris Salete Bonfanti
Programa de Pós-Graduação em Saúde Materno-Infantil, Universidade Franciscana. R. Duque de Caxias 938. 97010-200 Santa Maria RS Brasil.
Departamento de Enfermagem, Universidade Franciscana. Santa Maria RS Brasil.
Cien Saude Colet. 2023 Apr;28(4):993-1002. doi: 10.1590/1413-81232023284.14402022. Epub 2022 Sep 20.
This study aims to describe and analyze an interprofessional educational intervention for the qualification of prenatal care in the context of primary health care.
action-research comprising a prenatal care qualification course with 65 primary health care professionals. Collaborative learning activities were conducted in synchronous and asynchronous meetings.
the reflexive thematic analysis of participants' experiences, views and perceptions on the meanings of the intervention revealed three categories: quality of prenatal care: conceptions and meanings; collaborative learning: strategy to overcome linear and isolated care; the need to evolve from acting locally to thinking globally.
the analysis of the interprofessional educational intervention for the qualification of prenatal care in the context of primary health care showed that constructivist, participatory and interprofessional approaches are relevant and pertinent to broaden theoretical perceptions and give new meanings to the work process at different settings of the health network.
本研究旨在描述和分析一项在初级卫生保健背景下进行的产前护理资格跨专业教育干预措施。
行动研究，包括为65名初级卫生保健专业人员开设的产前护理资格课程。在同步和异步会议中开展协作学习活动。
对参与者关于干预意义的经历、观点和看法进行的反思性主题分析揭示了三个类别：产前护理质量：概念与意义；协作学习：克服线性和孤立护理的策略；从局部行动向全局思考转变的必要性。
对初级卫生保健背景下产前护理资格跨专业教育干预措施的分析表明，建构主义、参与式和跨专业方法对于拓宽理论认知以及赋予卫生网络不同环境下工作过程新意义是相关且恰当的。
